Manu Kapur, Professor of Learning Sciences and Higher Education at ETH Zurich, unpacks the power of failure in learning as he chats with The Pioneer. Known for his groundbreaking theory of Productive Failure, he explains how struggle, when designed intentionally, can drive deeper understanding and lasting success – reshaping classrooms, corporate training and education policy worldwide Tejal Sinha
Failure is often seen as a setback, but what if it’s the key to deeper learning and innovation? Manu Kapur, Professor of Learning Sciences and Higher Education at ETH Zurich, has spent the past two decades reshaping how we understand and design learning. His pioneering theory of Productive Failure challenges conventional teaching methods, demonstrating how struggle – when intentionally structured – can lead to stronger understanding and long-term success.
From his early days as a mechanical engineer to becoming a global leader in learning sciences, Kapur’s research has transformed classrooms, corporate training and education policy worldwide. In this conversation, he shares his journey, the far-reaching impact of his work and why embracing failure might be the smartest way to learn.
Kapur’s academic journey began in mechanical engineering, but by the time he completed his degree, he realised it wasn’t for him. “I went into the industry for a bit, but I didn’t enjoy it. I even had a couple of startups, but they didn’t work out,” he recalls. As a last resort, he turned to teaching – and unexpectedly found his calling.
“I started teaching math and became fascinated by how students understand abstract ideas. That led me to pursue a master’s, then a PhD and eventually an academic career in learning sciences.”
Teaching mathematics and mentoring the International Mathematical Olympiad team were transformative experiences. “In my early years, I taught in a mainstream school with average and below-average students. I quickly realised that even if you explain something well, students might nod in agreement, but that doesn’t mean they truly understand it. That got me thinking – what is the real problem of learning?”
At the Olympiad level, he encountered a stark contrast. “There, you’re working with the best minds. Solving complex problems involves a lot of failure – trying different approaches, most of which don’t work. But this process is essential for learning.” This realisation became the foundation of Productive Failure.
The idea of learning from failure isn’t new, but Kapur took it further. “People often say, ‘We can learn from our mistakes.’ My insight was: If failure is such a powerful teacher, why wait for it to happen? Why not design for failure deliberately?”
Productive Failure creates structured learning experiences where students struggle initially before receiving direct instruction. This struggle, Kapur explains, helps them engage more deeply with concepts, leading to better retention and understanding.
His research has shown that students exposed to this method perform significantly better in the long run than those taught through traditional direct instruction. “Failure, when used early and in a safe environment, helps students develop deeper learning. And because they’ve built this strong foundation, they perform better when the stakes are high.”
Despite its success, implementing Productive Failure in classrooms hasn’t been easy. “The biggest challenge is that failure has a negative connotation. In schools, failure is seen as a bug, not a feature. Teachers and parents fear it. But when they see the evidence-how deeply students learn through this approach-they begin to trust the process.”
Training educators to design lessons using Productive Failure is another hurdle. “Giving a lecture is easy. But designing classroom activities where students struggle productively? That takes skill and practice.”
Time constraints in packed school curriculums also make it difficult. “For large-scale implementation, school leadership and education policies need to align with this approach.” Kapur’s work has influenced national education policies, particularly in Singapore. “It took nearly ten years to go from one school to a nationwide initiative. We started with a single classroom, built evidence, got more schools on board, and eventually engaged policymakers. It was a slow, organic process.”
Other countries can learn from Singapore’s experience. “For meaningful change, you need alignment across stakeholders-teachers, school leaders, policymakers, and researchers. It’s not about imposing a new method but demonstrating its value through real results.” India, with its deeply ingrained culture of academic success and competitive exams, poses a unique challenge. “Failure is not an option for many students and parents. But that’s exactly why Productive Failure makes sense here. If we can help students fail early in a structured way, they will develop the deep understanding needed to succeed when it truly matters.”
He acknowledges the growing role of technology in education but warns against using tools without a strong pedagogical foundation. “AI can support learning, but its effectiveness depends on how it is designed and used. We must ground it in solid scientific principles about how people learn.”
When asked about the legacy he hopes to leave behind, Kapur’s answer is clear: impact. “I want to be remembered for a breakthrough idea-one that changed how we think about learning. If Productive Failure becomes a mainstream approach in classrooms and beyond, that would be a legacy worth leaving.” His father’s advice has stayed with him throughout his journey: ‘Your ambition should always exceed your talent.’ “It means never getting too comfortable. Keep pushing yourself into new challenges-that’s where real learning happens.”
